Predicting Children's Competence in the Early School Years: A Meta-Analytic Review

Paro, Karen M. La; Pianta, Robert C.

doi:10.2307/1170778

Cited by 298 publications

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“…However, children's academic and cognitive abilities measured in preschool have been found to account for less than 25% of the variance in academic outcomes in kindergarten (LaParo & Pianta, 2000). The primary limitation of the readiness construct is that it lacks any consideration of the contextual factors that play an equally important role in children's transition to and success in kindergarten (Pianta, Rimm-Kaufman, & Cox, 1999).…”

Section: The Developmental Basis Of Kindergarten Transition Policiesmentioning

confidence: 99%

The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes.

Schulting¹,

Malone²,

Dodge³

2005

Developmental Psychology

203

139

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This study examined the effect of school-based kindergarten transition policies and practices on child outcomes. The authors followed 17,212 children from 992 schools in the Early Childhood Longitudinal Study-Kindergarten sample (ECLS-K) across the kindergarten school year. Hierarchical linear modeling revealed that the number of school-based transition practices in the fall of kindergarten was associated with more positive academic achievement scores at the end of kindergarten, even controlling for family socioeconomic status (SES) and other demographic factors. This effect was stronger for low-and middle-SES children than high-SES children. For low-SES children, 7 transition practices were associated with a .21 standard deviation increase in predicted achievement scores beyond 0 practices. The effect of transition practices was partially mediated by an intervening effect on parent-initiated involvement in school during the kindergarten year. The findings support education policies to target kindergarten transition efforts to increase parent involvement in low-SES families. Keywords kindergarten transition; parent involvement; socioeconomic status; academic achievementThe importance a successful transition to kindergarten cannot be overstated. Kindergarten marks a child's entry into formal schooling, and performance in kindergarten paves the way for future academic success or failure. The relation between children's performance during early elementary school and their later academic achievement has been well documented (Ensminger & Slusarcick, 1992;Entwisle & Alexander, 1998;Entwisle & Hayduck, 1988;Gutman, Sameroff, & Cole, 2003). Recognizing the importance of early school success, the vast majority of schools in the United States implement policies and practices to ease children's transition to kindergarten, but in varying degrees. Commonly used transition practices include meeting with parents, phoning or sending home information about the kindergarten program, and inviting parents and children to visit the kindergarten classroom prior to the start of the school year (Pianta, Cox, Taylor, & Early, 1999). These policies are implicitly designed to nurture parental involvement, especially for disenfranchised families. However, despite the widespread use of transition practices, at present, there is no empirical evidence linking such practices to improved child outcomes (Early, Pianta, Taylor, & Cox, 2001). Therefore, the purposes of this study were to examine whether transition practices have an incremental effect on child outcomes during kindergarten; whether this effect varies across socioeconomic groups; and how this effect is mediated. NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author ManuscriptThe transition to kindergarten can be challenging as it represents a shift on many fronts. Children are moving from a preschool, daycare center, or their own home, where different rates of development had been acceptable, to an elementary school requiring mastery of specific academic skills by p...

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Section: The Developmental Basis Of Kindergarten Transition Policiesmentioning

confidence: 99%

The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes.

Schulting¹,

Malone²,

Dodge³

2005

Developmental Psychology

203

139

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“…One of the indicators of emerging literacy that has an enduring relationship with later academic and cognitive attainment is a child's language development during the preschool years. La Paro and Pianta (2000) found a moderate effect size (.49) across more than 60 studies predicting academic achievement from kindergarten through second grade from early cognitive skills including preschool language development. Similarly, others have found that early language performance is an important predictor of later reading, spelling and language, independent of socioeconomic status, and such predictions remain stable during early elementary school years (Walker, Greenwood, Hart, & Carta, 1994).…”

Section: Introduction: Early Language and Emerging Literacymentioning

confidence: 99%

Preschool language development among children of adolescent mothers

Oxford

Spieker

2006

Journal of Applied Developmental Psychology

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This longitudinal study examined a comprehensive set of predictors of preschool language performance in a sample of children of adolescent mothers. Six domains of risk (low maternal verbal ability, intergenerational risk, contextual risk, relational risk, home environmental risk, and child characteristics) for poor preschool language development, measured throughout early childhood, were examined in a sample of 154 children born to adolescent mothers. Logistic regression revealed that having a poor language-learning home environment was associated with children's low language scores even after accounting for mothers' below-average verbal ability. More importantly, however, was the exploration of the 'dual risk' hypothesis that evaluated the effects of combined risk factors. Being reared by a mother with low verbal ability amplified the risk of a poor quality home linguistic environment, whereas having a poor home linguistic environment did not adversely affect the language development of children with mothers of average verbal ability. Implications for intervention are discussed with regard to specificity of intervention efforts within subpopulations of risk identified in this paper.

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“…La réussite éducative repose sur un ensemble de facteurs dont les caractéristiques de l'enfant lui-même, certes, mais également les interactions qu'il expérimente tant dans sa famille, que dans le milieu scolaire et au sein de la communauté où il vit. En réalité, bien que les habiletés que l'enfant montre à son entrée à l'école influencent sa réussite éduca-tive, LaParo et Pianta (2000) soulignent que moins d'un quart (< 25 %) de la performance de l'enfant à la maternelle est expliqué par ses caractéristiques personnelles. En somme, pour bien comprendre la situation particulière d'un enfant en matière de réussite éducative, il ne suffit pas de se demander si l'enfant est prêt à s'intégrer au milieu scolaire (school readiness), mais il faut savoir éga-lement si l'école est prête (readiness of school) à accueillir l'enfant avec les caractéristiques qui lui sont propres.…”

Section: La Préparation à L'école Et à La Vieunclassified

Les facteurs prédisposant à la réussite éducative dès la petite enfance

Cantin

Bouchard

Bigras

2014

rse

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Les facteurs prédisposant à la réussite éducative dès la petite enfance Volume 38, numéro 3, 2012 URI : id.erudit.org/iderudit/1022708ar DOI : 10.7202/1022708arAller au sommaire du numéro Éditeur(s) Revue des sciences de l'éducation Découvrir la revue Citer cet article Cantin, G., Bouchard, C. & Bigras, N. (2012). Les facteurs prédisposant à la réussite éducative dès la petite enfance. Revue des sciences de l'éducation, 38(3), 469-482. doi:10.7202/1022708ar Résumé de l'article L'éducation à la petite enfance fait l'objet d'une attention de plus en plus grande dans la communauté scientifique. L'importance des apprentissages réalisés au cours de cette période est maintenant largement reconnue, notamment en regard de la réussite éducative des enfants. Dans cette perspective, au fil des dernières années, diverses conceptions au sujet de la préparation à l'école et à la vie ont balisé les travaux de recherche. Ces dernières années, une perspective écosystémique a été adoptée par nombre de chercheurs. Dans une telle perspective, divers facteurs tant proximaux que distaux sont à considérer pour comprendre, mais aussi mettre en place des interventions soutenant la réussite éducative. Ce texte introduit les divers articles regroupés dans ce numéro thématique portant sur les facteurs prédisposant à la réussite éducative dès la petite enfance. Il présente un survol de divers enjeux et travaux de recherche reconnus dans ce domaine afin de mettre la table en vue d'une réflexion approfondie sur cette problématique à la fois complexe et préoccupante. Nathalie Bigras Professeure Université du Québec à Montréal résumé • L'éducation à la petite enfance fait l'objet d'une attention de plus en plus grande dans la communauté scientifique. L'importance des apprentissages réalisés au cours de cette période est maintenant largement reconnue, notamment en regard de la réussite éducative des enfants. Dans cette perspective, au fil des dernières années, diverses conceptions au sujet de la préparation à l'école et à la vie ont balisé les travaux de recherche. Ces dernières années, une perspective écosystémique a été adoptée par nombre de chercheurs. Dans une telle perspective, divers facteurs tant proximaux que distaux sont à considérer pour comprendre, mais aussi mettre en place des interventions soutenant la réussite éducative. Ce texte introduit les divers articles regroupés dans ce numéro thématique portant sur les facteurs prédisposant à la réussite éducative dès la petite enfance. Il pré-sente un survol de divers enjeux et travaux de recherche reconnus dans ce domaine afin de mettre la table en vue d'une réflexion approfondie sur cette problématique à la fois complexe et préoccupante.

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Predicting Children's Competence in the Early School Years: A Meta-Analytic Review

Cited by 298 publications

References 0 publications

The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes.

The Effect of School-Based Kindergarten Transition Policies and Practices on Child Academic Outcomes.

Preschool language development among children of adolescent mothers

Les facteurs prédisposant à la réussite éducative dès la petite enfance

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